A. Waves involve a transfer of energy without a transfer of matter.
B. Water and sound waves transfer energy through a material.
C. Light waves can travel through a vacuum and through matter.
D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.
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Item Type(s):
This benchmark may be assessed using:
MC
item(s)
Also Assesses - Clarification :
Students will identify and/or describe the transformation of energy from one form to another.
Students will differentiate between potential and kinetic energy.
Students will identify and/or explain situations where energy is transformed between kinetic energy and potential energy.
Students will identify and/or describe examples of the Law of Conservation of Energy. - Content Limits :
Items will not assess transformations involving nuclear energy.
Items may address a maximum of five energy transformations.
Items will not require calculations.
Items assessing energy transformations will not be placed in a life science context. - Stimulus Attributes :
None specified - Response Attributes :
None specified - Prior Knowledge :
Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.3.P.11.2 and SC.5.P.10.4.
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
- Test Item #: Sample Item 1
- Question: Emma constructed a simple motor. When connected correctly, the coil of copper wire spins.
which of the following best describes the energy transformation that takes place between the paper clips and the spinning coil? - Difficulty: N/A
- Type: MC: Multiple Choice
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Lesson Plans
Original Student Tutorial
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Video/Audio/Animation
STEM Lessons - Model Eliciting Activity
The main problem students will need to rank the best hybrid car for the family to buy which shows the most fuel efficient, highest safety rating, best price, and most comfortable car for a family of four. The family is interested in a hybrid. Students will then be asked to look over their finding and evaluation checklist and change the four passenger vehicle to an SUV in order to fit grandma and grandpa that will soon be moving in. The students will be given new data set that includes all SUV's currently on the market. They will use the ranking formula they devised to figure out the best SUV for the family. Next, they write a letter to the family explaining their findings and the reasons for their choice.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Students must choose which type of automotive power plant is the best choice for a car company to use in its upcoming eco-friendly model. The students must make this decision based on characteristics of each power plant, such as efficiency, production cost, and production energy. Students must decide what they feel makes the car most “ecological.” They may choose a very low-polluting car that is very difficult and costly to produce, or one that has more emissions, but uses very limited resources to develop. This lesson could be used to either as an introduction or a follow-up to a lesson about ecology, energy use and conservation, or human environmental impacts.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this MEA, the sun is asking students to provide an advertisement explaining how the sun's energy is used to provide energy every second of every day. Students are asked to provide many examples of how solar energy is transformed into electrical, thermal, and other types of energy. Students are then asked to develop a presentation for the media outlet of their choosing. This MEA can be scaled down for differentiation, or used as is for a challenge to engage students in a rigorous fun activity.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Original Student Tutorials Science - Grades K-8
Explore different types of energy and energy transformations in this interactive tutorial. You'll also track the transfer of energy in funny Rube Goldberg contraptions.
Student Resources
Original Student Tutorial
Explore different types of energy and energy transformations in this interactive tutorial. You'll also track the transfer of energy in funny Rube Goldberg contraptions.
Type: Original Student Tutorial
Video/Audio/Animation
Learn how to build a circuit
Show the difference between AC and DC
Describe the effect of an inductor on a circuit
Describe the effect of a capacitor on a circuit
Learn how to use an ammeter and a voltmeter in a circuit
Type: Video/Audio/Animation